Research team: China |

LPS Team Leader in Hong KongPosition: Dean, Faculty of Education, The University of Hong KongContact details:Room G03A, Hui Oi Chow Science Building, Faculty of Education, The University of Hong Kong, Pokfulam Road Hong Kong Phone: +852 2859 2355 Fax: +852 2517 0075 E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Home-page: http://www.hku.hk/curric/fleung Recent and current professional activities:Frederick Leung is the Dean of the Faculty of Education at the University of Hong Kong. His major research interests are in the comparison of mathematics education in different countries, and in the influence of different cultures on mathematics teaching and learning. He is the principal investigator of a number of major research projects in mathematics education, including the Hong Kong component of the TIMSS studies. He has served as a consultant for a number of educational projects for UNESCO and the World Bank, and he sits on major policy advisory committees in education of the Hong Kong SAR Government, and is author of a series of local secondary mathematics textbooks which is most widely used in the territory. He also serves as an honorary professor of Beijing Normal University, China. Selected publications:"Competent Students, Competent Teachers?", International Journal of Educational Research (with Park, K.), in press. (refereed)"A Comparison of the Mathematics Textbooks in China, Hong Kong, Japan, Korea, United Kingdom, and the United States", 13th ICMI Study. (with Park, K.), in press. (refereed) "Behind the High Achievement of East Asian Students", Journal of Educational Research and Evaluation, vol. 8, no. 1,pp. 89-109, 2002. (refereed)"In Search of an East Asian Identity in Mathematics Education", Educational Studies in Mathematics, 47(2001), pp. 35-51. (refereed), Shuxue Tongbao, no.8, pp. 2-4, August 2001. [in Chinese]"Teachers' Attitudes towards Mathematics Teaching in Beijing, Hong Kong and London" "Holistic Reform of the Mathematics Curriculum -the Hong Kong Experience", Research in Mathematical Education, vol. 3, no. 2 (issue 6), November 1999. (with Lam, C.C., Mok, I.A.C., Wong, K.M. and Wong, N.Y.) (refereed)"The Traditional Chinese Views of Mathematics and Education: Implications for Mathematics Education in the New Millennium" in Hoyles, Morgan and Woodhouse (eds.) Rethinking the Mathematics Curriculum. Falmer Press Ltd, London, 1999. (refereed)Comparative Study on the Mathematics Curricula of Major Asian and Western Countries. (with Lam, C.C., Mok, I.A.C., Wong, K.M. and Wong, N.Y.), Hong Kong, 1999. Mathematics Education and Cognitive Science ( with Zheng, Y.X.), Shanghai: People's Education Press, 1998. [in Chinese] "The Implications of Confucianism for Education Today", Journal of Thought, summer 1998.
Dr. Ida Ah Chee MOK is Associate Professor in Faculty of Education at the University of Hong Kong. Since 1990, she has worked in teacher education, specialized in mathematics education. Her research interest includes: mathematics education, learning of algebra, language and communication in mathematics classroom, classroom research, teaching and learning, teacher professional development, quantitative literacy, comparative studies in mathematics education. Mok, I.A.C. (2012). Five Strategies for Coherence: Lessons from a Shanghai Teacher. In Y. Li, & R. Huang (Eds.) Mok, I.A.C. (2010). Comparison of learning task lesson events between Australian and Shanghai lessons. In Y. Shimizu, B. Kaur, R. Huang & D. J. Clarke (Eds.), Mok, I.A.C. (2009). In search of an exemplary mathematics lesson in Hong Kong: An algebra lesson on factorization of polynomials. Clarke, D., Mesiti, C., O’Keefe, C., Xu, L. H., Jablonka, E., Mok, I.A.C., & Shimizu, Y. (2007). Addressing the challenge of legitimate international comparisons of classroom practice. Mok, I.A.C. (2006). Teacher-dominating lessons in Shanghai – An insiders’ story. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Mok, I.A.C. (2006). Shedding Light on the East Asian Learner Paradox: Reconstructing Student-centredness in a Shanghai Classroom. Mok, I.A.C. & Kaur, B. (2006). Learning Tasks. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Mok, I.A.C. & Lopez-Real, F. (2006). A tale of two cities: A comparison of six teachers in Hong Kong and Shanghai. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Clarke, D., Emanuelsson, J., Jablonka, E. and Mok, I.A.C. (2006). Chapter 1: The Learner’s Perspective Study and International Comparisons of Classroom Practice. In Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (eds.) Clarke, D., Emanuelsson, J., Jablonka, E., and Mok, I.A.C. (Eds.) (2006). Huang, R., Mok, I.A.C. & Leung, F.K.S. (2006) Repetition or Variation - “Practice” in the mathematics classrooms in China. In Clarke, D., Keitel, C. and Shimizu, Y. (eds.) Lopez-Real, F.J. & Mok, I.A.C. (2002). Is there a Chinese Pedagogy of Mathematics Teaching.
Mok, I.A.C. (2012). What Hong Kong students saw as important in their mathematics lessons: A case study. The 36 Mok, I.A.C. (2012). Research on Mathematics Classroom Practice: An International Perspective. Invited Regular Lecture. Yau, K-W., & Mok, I.A.C. (2012). Students’ class work: an example in Hong Kong grade 8 mathematics classroom. The 12th International Congress on Mathematical Education (ICME12), Topic Study Group 21 (TSG21) – Research on Classroom Practice, 8 July – 15 July, 2012, COEX, Seoul, Korea Mok, I.A.C. (2011). Seeking coherence in mathematics teaching: An example in Hong Kong lessons. . In Mok, I.A.C. (2010). Invited Lecture: The Learner’s Perspective Study: A Hong Kong Story. Mok, I.A.C. (2010). Researching mathematics learning task events: A project for mathematics student teachers in Hong Kong. Mok, I.A.C. (2009). Glimpses of Hong Kong Mathematics Lessons: When the students appreciate their teacher. Mok, I.A.C. (2008). A glimpse of a mathematical enculturator in Chinese mathematics classrooms: An example from a shanghai lesson. Paper presentation in Topic Study Group 24, Research on Classroom Practice. In Mok, I.A.C. (2007).Teacher and Student Perspectives on Mathematics Lessons: A Shanghai Case Study. In Symposium Mok, I.A.C. (2005). “Teacher-Dominating” Lessons in Shanghai: A Triangulation from Three Perspectives. In Mok, I.A.C. (2005). An Insiders’s story of a teacher’s lessons in Shanghai. In the Symposium: Multiple Approaches to Studying Mathematics Classrooms in Australia, Singapore, Hong Kong and Japan. Huang, R. & Mok, I.A.C. (2005). Repetition or Variation - “Practice” in the mathematics classrooms in Hong Kong and Shanghai. In Topic Study Group ４: Secondary Teaching and Learning, Mok, I.A.C. (2004). Learning Tasks in Six Cultures. In the Mok, I.A.C. (2004). Learning Tasks. In the Symposium. “Lesson Events as the Basis for International Comparisons of Classroom Practice”. Mok, I.A.C. (2003). “The development of open-ended problems and its teaching in Hong Kong”. Invited Plenary. Mok, I.A.C. (2003). A “Teacher-Dominating” Lesson in Shanghai: The teacher’s and the learner’s perspectives. Mok, I.A.C. (2003). The story of a teacher-dominating lesson in Shanghai. In Mok, I.A.C. (2003). Characteristics of learning tasks in Shanghai classrooms from the perspective of variation. *Mok, I.A.C., Leung, F.K.S., Lopez-Real, F.J. & Marton, F. (2002). Dimensions of variation in mathematics classrooms: Examples from Hong Kong and Shanghai. Paper presented as part of the symposium 'International Perspectives on Mathematics Classrooms' at the Annual Conference of the American Educational Research Association, New Orleans, April 2-5, 2002.
Position: Associate Professor, Faculty of EducationContact details:Faculty of Education The University of Hong Kong Pokfulam Road, Hong Kong SAR China Phone: +852 2859 1957 Fax: +852 2858 5649 E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Home-page:http://www.hku.hk/curric/lopez-real Recent and current professional activities:Francis Lopez-Real has taught at the University of Hong Kong since 1994. He previously taught in schools and universities in the U.K., Kenya and Brunei Darussalam and was a Curriculum Advisor in Cyprus and Cameroon. His main research interests have been in students’ problem solving strategies, the use of dynamic geometry software and comparisons of teaching mathematics in different cultures. Selected publications:Lopez-Real, F. & Lee, A.M.S. (2005) Problem Solving and ICT: Experiences from an initial teacher education programme . In Olivero, F. & Sutherland, R. (eds.) Visions of Mathematics Education: Embedding Technology in Learning. (Proceedings of the 7th International Conference on Technology in Mathematics Teaching). Bristol University Lopez-Real, F. (2004) Using the history of mathematics as a starting point for investigations: some examples on approximations. Teaching Mathematics and its Applications. 23(3) *Lopez-Real, F., Mok, I.A.C., Leung, F.K.S. & Marton, F. (2004) Identifying a Pattern of Teaching: An analysis of a Shanghai teacher's lessons. In Fan, L-H., Wong, N-Y, Cai, J-F. & Li, S. (eds.) How Chinese Learn Mathematics: Perspectives from Insiders. Singapore: World Scientific Leung, A. & Lopez-Real, F. (2003) Properties of tangential and cyclic polygons: an application of circulant matrices. International Journal of Mathematical Education in Science and Technology. 34(6), 859-870 Lopez-Real, F. (2003) Collaborative reflection through sharing significant incidents. In A. Peter-Koop, A. Begg, C. Breen & V. Santos-Wagner (Eds.) Collaboration in teacher education: Examples from the context of mathematics education (pp. 235-251). Dordrecht, NL: Kluwer Academic Publishers. Ng, S.N., Lopez-Real, F. & Rao, N. (2003) Early Mathematics Teaching: The relationship between teachers' beliefs and classroom practices. In Proceedings of PME 27 (International Group for the Psychology of Mathematics Education) Lopez-Real, F. (2003) An analysis of teachers' reflections on significant incidents. In Edge, D. & Har, Y.B. (Eds.) Mathematics education for a knowledge-based era. Proceedings of EARCOME/SEACME (Singapore) Leung, A. & Lopez-Real, F. (2002) Theorem Justification and Acquisition in Dynamic Geometry: A Case of Proof by Contradiction. International Journal of Computers for Mathematical Learning 7: 145-165 Kluwer Academic Publishers Lopez-Real, F. & Leung, A. (2001) Reflections on a TIMSS Geometry Lesson. For the learning of mathematics. 21(3) * LPS related paper.
LPS Team leader for Macau
Dr. Rongjin Huang is an associate professor of mathematics education. He received his Ph.D degree in mathematics education from The University of Hong Kong and Texas A & M University. He received his M.S. in mathematics education from East China Normal University and his B.S. in mathematics from Zhejiang Normal University. He has been a high school mathematics teacher and a university faculty in Chinese Mainland and Macau for many years before joining Middle Tennessee State University. He is one of Chinese team leaders of Learner’s Perspective Study. His research interests include mathematics classroom research, mathematics teacher education, and comparative mathematics education.
Huang, R., & Li, Y. (2010). Shimizu, Y., Kaur, B., Huang, R., & Clarke, D. (Eds.) (2010).
Huang, R., Miller, D., & Tzur, R. (in press). Huang, R., & Barlow, A. T. (in press). Huang, Y. Huang, R. Huang, R., Mok, I. A. C., & Leung, F. K. S. (in press). Constructing algebraic concepts in Chinese classrooms: the teaching of a system of linear equations. In F. K.S. Leung, K. Park, & D. Clarke (Eds.), Huang, R., & Li, Y. (2010). The development of research on mathematics classroom teaching. In R. Huang &Y. Li (Eds.), Huang, R., & Cai, J. (2010). Implementing mathematics tasks in the U.S. and Chinese classroom. In Y. Shimizu, B. Kaur, R. Huang, & D. Clarke (Eds.), Mathematics classrooms in twelve countries: The insider's perspective (pp.263-274). Rotterdam: Sense.
Huang, R. Huang, R. Huang, R., & Wong, I. (2007). A comparison of mathematics classroom teaching in Hong Kong, Macau and Shanghai. Huang, R. & Bao, J. (2006). Towards a model for teacher professional development in china: Introducing keli. Journal of Mathematics Teacher Education. Huang, R., & Li, Y. (2012, April). Strategies of making coherent instruction in China: A Case of teaching systems of linear equations. Paper presented at the 2012 AERA Annual Meeting, April 13–17, Vancouver, British Columbia, Canada. Huang, R., & Li, Y. (2009b, April). Mathematics knowledge for teaching algebra: A case study on linear equations in Mainland China. Paper presented at 2009 Huang, R. (2008, July). Connecting international research and teacher professional development: A personal experience in China. In O.Figueras, J. L., Cortina, S., Alatorre, T., Rojano, & A. Sepulveda (Eds.), Huang, R. International Congress on Mathematical Education (ICME 11), Monterrey, MexicoHuang, R., & Li, Y. (2008b, April). What can we learn from U.S. and Chinese classroom instruction in algebra? Huang, R.., Mok, I., & Leung, F.K.S. (2008, March). Constructing algebraic knowledge in Chinese classrooms: A case study of the teaching of systems of linear equations. Paper presented at 2008 Huang, R. Huang, R. Huang, R.(2005). Verification or proof: Justification of Pythagoras’ theorem in Chinese mathematics classrooms, in H. L. Chick & J. L. Vincent (Eds.). Proceedings of the 29th conference of the international group for the Psychology of Mathematics Education (Volume 3, pp.161- 168). University of Melbourne, Australia, July 10-15, 2005.
LPS Team leader for BeijingPosition: Professor, School of Mathematical SciencesBeijing Normal University Contact details:School of Mathematical Sciences Beijing Normal University Beijing 100875, China Phone: +8610 58807735 Fax: +8610 58808202 E-mail: This e-mail address is being protected from spambots. You need JavaScript enabled to view it Recent and current professional activities:Zhongdan Huan current is a Professor in the School of Mathematical Sciences at Beijing Normal University. His research interests are partial differential equations, Chinese mathematics teaching pedagogy, mathematics classroom study and mathematics teacher education. |